Balloon Racers Kristen Cole, LaTisha Barham, James Farrow, Aaron Myers
Major Understanding
Kinetic energy and Potential energy
Target Grade/Subject
4th and 5th grade
Objectives
Students will be able to create a balloon powered car made of house hold materials.
Component
Standards of Learning: Math & Science
Math: Measuring distance and averages Science: using wind power to make potential and kinetic energy and simple machines
Standards: Engineering & Technology
Engineering: Building a car Technology: Green energy
Time
20 min.
Materials
Water bottle or can, round pasta, tape, skewer rods, straws, pipe cleaner, fishing line, balloons, sharpies
Inquiry
Component
Engage - Anticipatory Set 3 min.
Hold up an apple and a paperclip to the class and ask “which one has the most potential energy in my hand right now?” “ Why does this idea have more potential energy?” “Which item will hit the ground faster when I drop it?” Test this a drop the items. “What happened?” The apple hit the ground first it had the most kinetic energy because it has more potential energy in the air.
Explore - Experience Phenomena 5 min.
Have the kids split into groups and one person from each group come and grab materials for their car. They must create a car the moves on its own the kids cannot push it to make it move.
Explain - Concept Development 5 min.
We will have them stop building their cars and explain potential and kinetic energy. “What is energy?” “Does anyone know what potential and kinetic energy is?” If anyone knows ask them to explain what it is to the class. “What type of energy does something have when it is staying still?” What energy does something have when it is moving?” http://www.energyeducation.tx.gov/energy/section_1/topics/potential_and_kinetic_energy/index.html “How will we use this with our balloon cars?”
Elaborate - Consolidate & Expand Concepts
Practice. Kids will be able to go back and tweet their cars using the knowledge they just learned. Kids can start using cars to see if they work. We will ask the groups what happens when their balloon isn’t blown up very much and what will happen when it is blown up a lot. (2 min. to tweak)
7 min.
Extension. Kids will have a contest to see which car goes the farthest. Each group will have two trys and they will mark their farthest distance. Then students will use a ruler to measure out the distance that their car traveled. (5 min. for contest)
Evaluate - Closure & Assessment
We will evaluate during contest to see if they used the knowledge we gave them and applied it to their car.
Engineering
Component
Identify Need, Problem, Specifications, Constraints
Build a car that is propelled on its own. You may only use the materials given to you. You may not push the car to make it move
Brainstorm Solution
Kids will be given materials and are allowed to brainstorm to group. Need to figure out what will propel the car. Understanding that the balloon is what will give the car energy.
Construct a Prototype
Kids will build the car in their groups.
Test and Evaluate
We will explain what energy is and tell them the difference between potential and kinetic. The kids will be able to find out if their design works by knowing more knowledge about energy and how to get their car to go farther and faster.
Re-Design
Kids are given time after understanding energy to tweak their cars to work better.
Communicate
Teachers will go around to groups asking how they are going to get their car the farthest. “What happens when balloon isn’t blown up a lot?” What happens when the balloon is blown up a lot?” “How did you get your tires to stay on?”
Evaluate
See who’s car works and goes the farthest a.k.a which group understood that if you have more potential energy the farther your car will go.
Observation Report for : Aaron, Jonathan & LaTisha Observer/Interviewer: Joan Harper-Neely
Location: Cooper Elem
Observation Date: 9/20/2014
Time Start: 11:10
Time End: 12:00
# of Students Participating: 4 Grade Levels of students: 3rd
Students: Number of Males 3
Number of Females 1
Classroom Race/Ethnicity: % Minorities (approximate) African American (3) & Caucasian (1) 1 Special Needs student
Lesson Title: Balloon Cars Lesson Topic: Energy
Lesson Goals as presented by the teacher to the students:
Identify and explore different types of energy. Design, build and test a balloon car that uses wind energy. Demonstrate kinetic and potential energy.
Lesson Structure: Briefly describe the structure of the lesson (e.g. 5 min quiz, followed by 25 min of homework review, followed by 10 min of whole class discussion, followed by 15 min individual work on worksheets; note whether there was a conceptual summary at the end of the lesson; if summative assessment is present, please describe).
Teachers introduced themselves and asked students to introduce themselves and tell what they like about science. Teachers discussed the definition of energy. Chant was used to reinforce the definition. “When I say energy you say work.” Students were told the definition of kinetic and potential energy. A ball was used to help explain the concept. As each type of energy was defined, students were ask to repeat the definition several times. Students were told that they will use wind energy to make their cars move. Students were given their own space on the floor to design, build and test their balloon cars.
Select one from scale: 0 = not observed, 1 – minimal, 2 – to some extent; 3=demonstrated. DK = Observer does not know or is not able to make this determination.
1. Mathematics and Science Content
Observation
0
1
2
3
DK
1a
Math and science content information was accurate.
X
1b
Teacher connected information to previous knowledge.
X
1c
Appropriate connections were made to other areas of math/science or to other disciplines.
X
Comments: 1A - 1B - I was called away and may have missed this. I hope students were able to measure how far their car traveled. This would be a good lesson to reinforce collecting data and graphing the results.
2. Student Cognitive Engagement in Meaningful Instruction
Observation
0
1
2
3
DK
2a.
Students allowed opportunities to explore content without teacher providing answer
X
2b.
Students were given opportunities for higher order thinking.
X
2c.
Students were asked to compare/contrast different answers, different solutions, etc.
X
Comments: 2A - Students were able to pick the materials they wanted to use to make their cars. 2B - Students were asked to explain what they were doing and why?
Students engaged in hands-on or real-life problem solving activities.
X
3b.
Students engaged in engineering design practice or scientific inquiry process.
X
3c.
Students had to present or explain results of project.
X
Comments: 3B - Develop this more by listing the steps in the design and/or inquiry process. Write the activity as a design challenge. Have students restated the challenge in their own words, draw and/or explain their plan,… 3C. I missed the testing of the cars.
4. Common Instructional Framework
Observation
0
1
2
3
DK
4a.
Students worked collaboratively in teams or groups.
X
4b.
Teachers asked open-ended questions that required higher level thinking.
X
4c.
Teachers provided assistance/scaffolding when students struggled.
X
Comments: 4A - NA/ I asked the teachers to allow students to make their own cars. 4C - Excellent job providing personal attention to all students and working with the special needs student.
5. Student Engagement
Observation
0
1
2
3
DK
5a.
Students were behaviorally engaged (following directions, on-task behavior, etc.)
X
5b.
The time in class was spent productively on meaningful tasks.
X
5c.
Teacher pursued the active engagement of all students.
X
Comments: All students were hooked into participating. Thank you for taking the time to work with students who struggle with social skills and who become easily frustrated when they run into challenges.
6. Classroom Culture
Observation
0
1
2
3
DK
6a.
Students exhibited positive classroom behavior.
X
6b.
There is a climate of respect and encouragement for students’ ideas, questions, and contributions; mistakes are viewed as an opportunity to learn
X
6c.
Teachers and students provide positive reinforcement and feedback to each other.
X
Comments: Teacher proximity to students and the structure of the hands on lesson encouraged positive behavior and participation.
Component
Title & Credits
YUM YUM BUBBLE GUM
Major Understanding
Scientific Method
Target Grade/Subject
3rd, 4th and 5th
Objectives
TSW learn the steps involved in the scientific method, including the vocabulary: control, variable, independent and dependent variable
Component
Standards of Learning: Math & Science
SOLs: 3.9,3.17,4.3,5.2,5.8 SOLs: 3.1,4.1,5.1
Standards: Engineering & Technology
SOLs: N/A
Time
1 hr 5 minutes
Materials
Different brands of gum, string, rulers, paper, and a pencil
Show the student how forming a question, testing and collecting data uses the scientific method.
Elaborate - Consolidate & Expand Concepts
Practice. Worksheet using the show SpongeBob to explain the steps in the scientific method
Extension. The student will be able to take home the worksheets, so they will be able to review the steps.
Evaluate - Closure & Assessment
Display boards will be made in which the student will create, they will label the step of the scientific method in which we used during the experiment. The boards will be displayed in a “mini science fair”.
Engineering
Component
Identify Need, Problem, Specifications, Constraints
n/a
Brainstorm Solution
n/a
Construct a Prototype
n/a
Test and Evaluate
n/a
Re-Design
n/a
Communicate
n/a
Evaluate
n/a
InSTEP Scholar Being Observed: LaTisha Barham Observer/Interviewer: Joan Harper-Neely Location: Cooper Elementary, Saturday Camp: Mad Scientist Observation Date: Dec. 13, 2014 Time Start: 10:30 Time End: 1:00 # of Students Participating: 7 Grade Levels of students: 4th Students: Number of Males 1 Number of Females 6 Classroom Race/Ethnicity: % Minorities (approximate) African American – 60% Lesson Title: Bubble Gum
Lesson Topic: Scientific Investigation
Lesson Goals as presented by the teacher to the students: Learn the steps in a scientific investigation and conduct an experiment.
Lesson Structure: Briefly describe the structure of the lesson (e.g. 5 min quiz, followed by 25 min of homework review, followed by 10 min of whole class discussion, followed by 15 min individual work on worksheets; note whether there was a conceptual summary at the end of the lesson; if summative assessment is present, please describe). Introduced scientific method with a video. Gave students stories about Sponge Bob and had them identify the problem, variables (independent and dependent), and conclusion. Conducted the investigation to find the brand of gum that makes the biggest bubble.
Select one from scale: 0 = not observed, 1 – minimal, 2 – to some extent; 3=demonstrated. DK = Observer does not know or is not able to make this determination.
1. Mathematics and Science Content
Observation
0
1
2
3
DK
1a
Math and science content information was accurate.
X
1b
Teacher connected information to previous knowledge.
X
1c
Appropriate connections were made to other areas of math/science or to other disciplines.
X
Comments: Using cartoon related stories to identify the steps in an investigation made the lesson fun and students were able to grasp the concepts better.
2. Student Cognitive Engagement in Meaningful Instruction
Observation
0
1
2
3
DK
2a.
Students allowed opportunities to explore content without teacher providing answer
X
2b.
Students were given opportunities for higher order thinking.
X
2c.
Students were asked to compare/contrast different answers, different solutions, etc.
X
Comments: Have questions displayed that encourage higher order thinking.
Kristen Cole, LaTisha Barham, James Farrow, Aaron Myers
Science: using wind power to make potential and kinetic energy and simple machines
Technology: Green energy
3 min.
5 min.
5 min.
Kids will have a contest to see which car goes the farthest. Each group will have two trys and they will mark their farthest distance. Then students will use a ruler to measure out the distance that their car traveled. (5 min. for contest)
Observer/Interviewer: Joan Harper-Neely
1 Special Needs student
Lesson Title: Balloon Cars
Lesson Topic:
Energy
Lesson Goals as presented by the teacher to the students:
Identify and explore different types of energy.
Design, build and test a balloon car that uses wind energy.
Demonstrate kinetic and potential energy.
Lesson Structure: Briefly describe the structure of the lesson (e.g. 5 min quiz, followed by 25 min of homework review, followed by 10 min of whole class discussion, followed by 15 min individual work on worksheets; note whether there was a conceptual summary at the end of the lesson; if summative assessment is present, please describe).
Teachers introduced themselves and asked students to introduce themselves and tell what they like about science.
Teachers discussed the definition of energy.
Chant was used to reinforce the definition. “When I say energy you say work.”
Students were told the definition of kinetic and potential energy. A ball was used to help explain the concept. As each type of energy was defined, students were ask to repeat the definition several times.
Students were told that they will use wind energy to make their cars move.
Students were given their own space on the floor to design, build and test their balloon cars.
Select one from scale: 0 = not observed, 1 – minimal, 2 – to some extent; 3=demonstrated. DK = Observer does not know or is not able to make this determination.
1. Mathematics and Science Content
1A - 1B - I was called away and may have missed this. I hope students were able to measure how far their car traveled. This would be a good lesson to reinforce collecting data and graphing the results.
2. Student Cognitive Engagement in Meaningful Instruction
2A - Students were able to pick the materials they wanted to use to make their cars.
2B - Students were asked to explain what they were doing and why?
3. Inquiry learning; Engineering design instruction
3B - Develop this more by listing the steps in the design and/or inquiry process. Write the activity as a design challenge. Have students restated the challenge in their own words, draw and/or explain their plan,…
3C. I missed the testing of the cars.
4. Common Instructional Framework
4A - NA/ I asked the teachers to allow students to make their own cars.
4C - Excellent job providing personal attention to all students and working with the special needs student.
5. Student Engagement
All students were hooked into participating. Thank you for taking the time to work with students who struggle with social skills and who become easily frustrated when they run into challenges.
6. Classroom Culture
Teacher proximity to students and the structure of the hands on lesson encouraged positive behavior and participation.
SOLs: 3.1,4.1,5.1
https://www.youtube.com/watch?v=bUa-ilQqEv0
InSTEP Scholar Being Observed: LaTisha Barham
Observer/Interviewer: Joan Harper-Neely
Location: Cooper Elementary, Saturday Camp: Mad Scientist
Observation Date: Dec. 13, 2014 Time Start: 10:30 Time End: 1:00
# of Students Participating: 7 Grade Levels of students: 4th
Students: Number of Males 1 Number of Females 6
Classroom Race/Ethnicity: % Minorities (approximate) African American – 60%
Lesson Title: Bubble Gum
Lesson Topic: Scientific Investigation
Lesson Goals as presented by the teacher to the students:
Learn the steps in a scientific investigation and conduct an experiment.
Lesson Structure: Briefly describe the structure of the lesson (e.g. 5 min quiz, followed by 25 min of homework review, followed by 10 min of whole class discussion, followed by 15 min individual work on worksheets; note whether there was a conceptual summary at the end of the lesson; if summative assessment is present, please describe).
Introduced scientific method with a video.
Gave students stories about Sponge Bob and had them identify the problem, variables (independent and dependent), and conclusion.
Conducted the investigation to find the brand of gum that makes the biggest bubble.
Select one from scale: 0 = not observed, 1 – minimal, 2 – to some extent; 3=demonstrated. DK = Observer does not know or is not able to make this determination.
1. Mathematics and Science Content
Using cartoon related stories to identify the steps in an investigation made the lesson fun and students were able to grasp the concepts better.
2. Student Cognitive Engagement in Meaningful Instruction
Have questions displayed that encourage higher order thinking.
3. Inquiry learning; Engineering design instruction
Students were asked to determine the better band of bubble gum. They were led through the process of testing and collecting data.
4. Common Instructional Framework
Use the Bloom’s ring to plan questions to ask students that will provide opportunities for them to use higher order thinking.
5. Student Engagement
Students were engaged in the lesson and the creation of the science board.
6. Classroom Culture
Teacher modeled respectful communication and students were comfortable participating in discussions.